Introduction
Neurodiversity is used as an umbrella term to recognise differences in how people think, learn and behave[1]. Derived from this broad concept, neurodivergence covers a variety of neurological conditions, such as autism, attention deficit hyperactivity disorders (ADHD), dyslexia, and others[2]. By understanding and addressing the unique needs of neurodivergent workers, organisations can create safer, healthier, and more inclusive workplaces. This not only improves occupational safety and health (OSH) but also makes use of the diverse talents and abilities that neurodivergent individuals bring to the workforce.
What is neurodiversity?
Terms and definitions
Neurodiversity is an umbrella term referring to the idea that all humans have diverse cognitive profiles, neurological abilities and strengths and weaknesses[1] [3]. Neurodivergence stems from this concept and is a non-medical term that encompasses several conditions such as autism, dyslexia, dyspraxia, dyscalculia and attention deficit hyperactivity disorders (ADHD) and Tourette syndrome[4][5][6].
The term neurodiversity was coined by the Australian Sociologist Judy Singer, who proposed an alternative to a medical approach to these conditions and suggested appropriating the concept of biodiversity, recognising that just as biodiversity is essential for ecosystem stability, neurodiversity may be essential for cultural stability[7] [8]. Therefore, neurodiversity is a broad term encompassing both neurodivergence (having a brain that ‘diverges’ from the majority)[9][10] as well as neurotypical, the opposite of neurodivergent, and the term used to describe the more common type of neurological development and functioning[11].
Neurodiversity reflects the principle that all these natural variations in cognitive functions and abilities should be recognised and respected[3]. Scientists also refer to this concept as the neurodiversity paradigm[12], which aligns with the social model of disability rather than the medical model. According to the social model of disability, the challenges faced by individuals are not caused by their conditions alone, but by the mismatch between the person’s impairment (whether physical, cognitive, or emotional) and societal structures. In other words, it is the interaction between an impairment and a barrier that creates a disability[13]. This social model of disability attributes the difficulties experienced by neurodivergent individuals to societal factors, placing the responsibility for addressing these challenges on society instead of the individual[12].
Terms related to neurodiversity include neurodivergent, neurominority, and neurotypical. Table 1 provides an overview of definitions.
Table 1 Overview of terms and definitions
| Term | Definition |
|---|
| Neurodiversity | Concept referring to the natural variation in the human brain that leads to differences in how we all think and behave[11]. It is an umbrella term used to describe differences in the human brain in relation to a range of mental functions, such as sociability, learning and mood attention. Neurodiversity aims to highlight the positive attributes of different neurocognitive functioning, rather than focus on deficits or deviations from a set standard[10]. |
| Neurodivergent | Neurodivergent is defined as having a brain that functions in a way that is significantly different from the prevailing social standards of 'normal'[14]. It describes people whose brain develops or works differently for some reason. This means the person has different strengths and challenges from people who are typical[15] |
| Neurodivergence | Neurodivergence is the state of being neurodivergent. Neurodivergence can be genetic, the result of a brain-altering experience, or a combination of the two[10] [14]. |
| Neurotypical | Neurotypical is the opposite of neurodivergent. It means having a style of neurocognitive functioning that falls within the dominant societal standards of “normal” [14]. |
| Neurodiverse group | The term neurodiverse group refers to a group of people where some members are neurodivergent. In a neurodiverse group multiple neurocognitive styles are represented. [15] [14] |
| Neurotype | Neurotype refers to the type of brain a person has[16]. Sometimes the term is also used to refer to classes of “differently wired brains” (e.g. autistic, dyslexic)[17]. In the context of this article the term refers to a style of neurocognitive functioning that can either fall within (neurotypical) or be significantly different (divergent) from the prevailing social standards. |
| Neurominority | A neurominority is a population of neurodivergent people who share a similar form of neurodivergence. Examples of neurominority groups include autistic people and dyslexic people[10]. |
| Neurodiversity paradigm | The neurodiversity paradigm is a specific perspective which holds that neurodiversity is a natural form of human diversity and that all styles of neurocognitive functioning are equally valid[18]. |
| Neuro-inclusion | Neuro-inclusion or neurodiversity inclusion involves consciously and actively including all types of information processing, learning and communication styles[19]. |
Neurodivergent conditions
Two broad categories
Neurodivergent conditions can be classified into two broad categories: developmental and acquired neurodivergence[20] [10] [21]. Developmental divergent conditions are those that individuals are born with, which manifest and evolve during childhood and adolescence. Among these conditions, a distinction must be made between those related to behaviour (e.g. autism) and those that are linked to educational or practical difficulties (e.g. dyslexia). Acquired neurodivergence refers to neurodivergent conditions that develop in response to a health condition such as traumatic brain injury[20]. Acquired brain injury refers to any type of brain damage that occurs after birth. Causes include blows to the head, alcohol and drug use, or lack of oxygen[22].
Common neurodivergent conditions
Common neurodivergent conditions include Autism spectrum disorder, ADHD, Tourette syndrome, Dyslexia, Dysgraphia, Dyscalculia and Dyspraxia. A brief description for each of these conditions is given below. These conditions are often co-morbid. Many people experience some difficulty with one or a combination of the conditions [23]. Also, neurodivergent conditions often exist on a spectrum and can vary in their effects on different people. For example, not everyone with ADHD will have the same type of symptoms or the same severity of symptoms[24].
Dyslexia is characterised by deficits in accurate and fluent word recognition and causes difficulties with reading, writing and spelling, working and short-term memory, rapid naming, concentration, time management and organisation[8] [25]. Three different disorders can be distinguished: a reading disorder, a spelling disorder and a combined reading and spelling disorder[26].
Dysgraphia is characterised by writing difficulties and causes a person's writing to be distorted or incorrect[25]. The writing difficulties may be physical difficulties that result in illegible letter formation and slow writing speed, difficulties in applying the rules of spelling and grammar, or difficulties in organising ideas into a written, logical form[27].
Dyscalculia is a neurological condition that causes a specific and persistent difficulty in conceptualising numbers, size, distance and shape which can lead to a diverse range of difficulties with mathematics such as sizing, ordering, and reading and writing numbers. It can occur alone but often co-occurs with other specific learning difficulties, such as dyslexia and/or dyspraxia[8] [15] [20].
Developmental Coordination Disorder (DCD) (also referred to as Dyspraxia) is a condition that affects body movements and co-ordination. People with DCD experience difficulties with large and/or small movements which may affect balance, fatigue levels, hand-eye coordination, rhythm, hand movements or manipulation skills[8].
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions which can affect someone’s ability to focus, study, work, and socialise. The symptoms of ADHD usually begin at an early age and often continue into adulthood. It is characterised by a persistent pattern of inattention (causing people to struggle to complete tasks) and/or hyperactivity and impulsivity (causing people to speak and act without thinking). Poor concentration can cause people with ADHD to be mentally absent, easily distracted or have poor organisational skills[8].
Autism Spectrum Conditions are complex developmental neurodivergent conditions that influence the way people communicate, interact with other people and experience the world around them. They are characterised by rigid thinking, restrictive and repetitive behaviour and social communication challenges [8] [25] [28]. Other characteristics include atypical patterns of activity and behaviour, such as difficulty in moving from one activity to another, a focus on details and unusual responses to sensations. The abilities and needs of people with autism vary and can develop over time. While some people can live independently, others have severe disabilities and require lifelong care and support[29].
Tourette Syndrome is an inherited neurological condition characterised by the presence of both chronic motor tics and vocal (phonic) tics that causes a person to make involuntary, repetitive, sudden movements and vocalisations[8] [10]. Tourette syndrome is often misunderstood as a condition that causes people to swear or say socially inappropriate things. While it is true that 'coprolalia' — the clinical term for involuntary swearing — is a symptom of the condition, it affects only a minority of people with the Tourette Syndrome[30].
Prevalence of neurodivergent conditions
It is estimated that around 20% to 22% of the EU population is neurodivergent. Accurate estimates remain difficult because many children remain undiagnosed or are diagnosed later in life, and some neurodivergent individuals are never diagnosed[23]. Many neurodivergent conditions are also commonly comorbid. For example, around 50 to 70 per cent of people diagnosed with autism will also have signs of ADHD[31] and 20 to 40 per cent of people with dyslexia also have dyscalculia[26]. In a UK survey among 990 neurodivergent workers, more than 50% of the respondents reported more than one neurotype[32].
The prevalence of neurodivergent conditions varies by condition and depends on diagnostic criteria or reporting methods, but the following is a general overview of the estimated prevalence for the most common conditions:
- Dyslexia: between 9 and 12%[26]
- Dyscalculia: up to 6%[33]
- Dyspraxia: up to 6% [2] [33]
- ADHD: between 3% and 5% in childhood and 1.4 - 3.6% in adults[34]
- Autism Spectrum Disorder: between 1 and 2% [2] [29] [35]
- Tourette Syndrome: around 0.3% to 1% of the population[33]
Many of these neurodivergent conditions have been reported to increase over the last decades. For instance, in the US, estimates show an increase of 15% of children diagnosed with autism between 2012 and 2020[36]. This increase is partly a result of an increased awareness among health care professionals, parents and the broader population, changes to the diagnostic criteria and children being diagnosed at a younger age[37].
Neurodiversity in the workplace: challenges and opportunities
Work-related challenges and strengths
Although 1 in 5 people are neurodivergent, this representation is not reflected in the workplace. Statistical data on the number of neurodivergent people in employment is scarce[38], but the little that is available seems to indicate that neurodivergent people are less likely to be employed than their neurotypical counterparts. For example, figures from the UK show that only 30 per cent of working-age autistic people are in employment, compared with 53.6 per cent of all disabled people and 80 per cent of non-disabled people[39]. Higher unemployment among neurodivergent people not only negatively affects their financial situation, but also their community integration, interpersonal relations and overall quality of life [40].
The reasons why neurodivergent people are less likely to have jobs are complex and largely stem from the challenges they face in the workplace. Common characteristics of neurodivergent individuals, such as impaired interpersonal communication skills, anxiety about change, or difficulties with planning, time management, and prioritisation, can make the work environment challenging. In addition, workplace distractions such as noise, harsh lighting and software-based interruptions can be particularly difficult for neurodivergent individuals to cope with[41] [42].
The challenges faced by neurodivergent workers can vary depending on the individual's specific condition and the nature of their work environment. On the other hand, neurodivergent individuals also have strengths that add value in the workplace, such as the experience of hyper-focus, creativity, innovative thinking and detail processing[32]. For example, the special ability of some people with autism to perform demanding and repetitive tasks, to observe and memorise details and recognise patterns, enables them to do valuable work where others lack patience or similar skills[28].
The table below highlights the strengths and challenges commonly associated with the four main neurominorities. However, it's important to emphasise that each individual is unique, and these strengths or challenges may not apply to everyone with the same neurodivergent condition.
Table 2 Work-related challenges and strengths attributed to neurominorities
| Challenge | Strength |
|---|
| ADHD | - Time management and prioritisation
- Concentration, attention and self-regulation difficulties
- Maintaining employment
- Difficulty with teamwork
| - Creative thinking
- Multi-tasking and responding to changing environments
- Visual-spatial reasoning ability
- Spontaneous, people person
- Flexible
- Hyper-focus, passion and courage |
|---|
| Autism | - Time management
- Coping with more than one task
- Social and communication difficulties
- Need for routine
- Difficulty with teamwork | - Memory ability, and other ‘specialist individual skills’ including reading, drawing, music and computation
- Innovative thinking and detail observation
- Ability to focus and concentrate for long periods of time
|
|---|
| Developmental Coordination Disorder (DCD) | - Difficulties with driving, self-care, organisation, communication and self-esteem
- Processing speed and working memory
- Persistence of motor difficulties in operating equipment
| - High verbal comprehension ability |
|---|
| Dyslexia | - Literacy
- Communication
- Self-esteem
- Memory
- Organisational skills, time management, stress management,
- Workplace participation in terms of mental functions and social interactions
- Cognitive functioning
| - Entrepreneurialism
- Creativity and cognitive control
- Visual reasoning
- Associative thinking
- Practical skills, visual-spatial skills and story-telling ability
|
|---|
Source: adapted from [21] [42] [43] [44] [45]
Challenges from an OSH perspective
The challenges neurodivergent workers face from an OSH perspective are manifold and include:
- Understanding OSH procedures
Neurodivergent workers may find it difficult to understand OSH procedures and policies, especially if they are not presented in a clear and accessible manner[46] [47]. - Distractibility
For example, ADHD can affect the worker's ability to maintain constant focus on the task at hand and the work environment[46]. Workers with ADHD may be more easily distracted and lose focus, which can lead to accidents and injuries[48]. Research shows that, throughout their entire adult lifespan, adults with ADHD are at a significantly higher risk for accidents and injuries as compared with adults without ADHD[49]. - Sensory overload
Excessive noise, bright lights, or strong odours in some work environments can cause sensory overload for neurodivergent workers[46], leading to increased stress and difficulty concentrating on tasks[50]. Sensory overload can also impact the ability of neurodivergent workers to follow OSH protocols or prevent them from noticing dangers around them. In addition, working in an open plan office can be distracting for anyone who needs peace and quiet to concentrate on their work, but for neurodivergent people it can be a real obstacle due to the many sensory disturbances[51] [52]. - Misinterpretation of safety signals/Disorientation
Some neurodivergent workers may have difficulty interpreting safety signals, such as alarms or warning signs, due to communication or sensory processing challenges. During emergencies neurodivergent workers may become overwhelmed or disoriented[46] and evacuation drills, alarm tests, etc. may lead to confusion, misinterpretation and sensory overload[53]. - Physical co-ordination and motor skills
Neurodivergent workers with motor or coordination difficulties (e.g. DCD) may have difficulty performing tasks that require precise movements or dexterity[46]. This could affect their ability to safely operate equipment, handle hazardous materials or use a keyboard and mouse. - Adapting to change
Changes in the work environment, work processes or equipment can be particularly challenging for some neurodivergent conditions, such as autism, who thrive on structure. Changes may lead to difficulties in understanding new instructions or protocols, which can result in increased stress and anxiety, fatigue from cognitive overload and accidents[46]. - Impulsivity
When a task feels urgent or important, neurodivergent workers may make impulsive decisions that might put them at risk[48] [54]. - Stress and burnout
Especially workers with autism often experience high self-perceived stress levels, have a low resistance to stressors and generally find it difficult to cope with stressful situations[55].
Stigma and discrimination
Negative stereotyping and stigma often lead to discrimination against neurodivergent individuals who disclose their conditions at work, limiting their access to equal opportunities in recruitment, career advancement, and professional growth. A survey among 790 neurodivergent workers in the UK revealed that a fifth of them has experienced harassment or discrimination at work because of their neurodivergence[19]. An Italian survey carried out with 150 respondents even showed that 70% of respondents felt that they might face discrimination in the workplace based on their autism diagnosis[56].
Discrimination against neurodivergent individuals often starts in the hiring process. Employers tend to focus more on social skills than job-specific competencies, and barriers such as generic job descriptions, vague interview questions, and challenging sensory environments further disadvantage neurodivergent candidates. Discriminatory practices extend beyond hiring. Many neurodivergent workers also face bias in performance evaluations, partly due to employers' lack of understanding of neurodivergent diagnoses[57] [53]. Additionally, neurodivergent workers may struggle with self-promotion and presenting themselves positively, further hindering their ability to succeed in traditional performance reviews[53].
Fear of discrimination is one of the main reasons why neurodivergent workers are reluctant to disclose their neurodivergence. The same UK survey[19] showed that 31% of neurodivergent respondents had not informed their manager or the human resources department about their neurodivergence. This can delay the implementation of adjustments in the workplace and can make their position in the workplace vulnerable[20]. The decision to disclose or not to disclose appears to be based on weighing the benefits of reasonable accommodation, workplace sensitivity and awareness, against the costs of labelling and potential discrimination and differential treatment in recruitment and employment[58]. Research shows[59] that disclosure is often viewed by neurodivergent workers as a means of obtaining necessary workplace adjustments, ensuring personal safety, and accessing legal protections. However, it is also seen as a way to foster true acceptance and understanding[59] . In an organisation where understanding and a welcoming culture are lacking, neurodivergent people do not feel understood, accepted or valued and often feel compelled to 'hide' their differences. Such situations lead to lower productivity and higher turnover, which is also a loss for organisations[53].
Opportunities for neuro-inclusion
Despite the challenges, it is quite clear that neurodiversity also offers opportunities. Many workplaces already have neurodiversity employment programmes in place fostering the unique skillset of a neurodiverse workforce. Justifications for these neuro-inclusive programmes are often based on arguments about improving the competitiveness and productivity of the company[28]. By actively including neurodivergent individuals in hiring processes, organisations can access a broader range of skills and talents, providing a competitive edge in attracting and retaining talent[25][53][60]. The strengths of neurodivergent workers, such as innovation, creativity, engineering, design, and novel problem-solving approaches, contribute to diverse thinking that fosters innovative solutions beneficial to the entire team. For instance, some neurodivergent individuals' ability to focus intensely on tasks can lead to significant productivity gains. Other neurodivergent workers are particularly perceptive to a lack of structure and can thus drive process improvements[28]. A UK survey showed that both employers and workers point to the strengths that neurodivergent people bring to the company such as higher levels of creativity, hyper-focus, innovation and numeracy skills[19].
Neuro-inclusion also benefits the wider workforce through improvements in organisational commitment across teams, and in individual outcomes, such as increased wellbeing[60]. Managing neurodivergent workers requires managers to create tailored working conditions that maximise individual talents. When applied to all workers, this approach increases overall productivity. In addition, the explicit guidance that is often required to harness the talents of neurodivergent workers encourages companies to better define organisational processes and to communicate more clearly and visually[28]. These practices benefit all workers and can also lead to a more effective work organisation and improved occupational safety and health.
EU legislation and policies
Internationally, the employment rights of neurodivergent people are protected by Article 27 of the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD)[56][61][13] . This fundamental human rights treaty advocates a social rather than medical approach to disability. The European Union and all its Member States are parties to this treaty, which entered into force for the EU in January 2011[62]. As a legally binding document, it requires member states to enact legislation in line with its principles.
Article 27 of the UN CRPD deals specifically with employment and prohibits discrimination on the basis of disability in all matters concerning employment, including recruitment, hiring, retention of employment, career advancement and safe and healthy working conditions. It includes provisions such as access to training programmes, employment in the public and private sectors and the right to reasonable accommodation in the workplace. Reasonable accommodation typically refers to adjustments made to enable workers to perform their jobs on an equal basis with others[56].
The UN CRPD is the guiding framework for European and national disability policies and legislation. The European Strategy for the Rights of Persons with Disabilities 2021-2030[63] aims to promote the rights of people with disabilities through EU-wide initiatives and cooperation between European institutions, national governments and civil society. This Strategy takes account of the diversity of disability comprising long-term physical, mental, intellectual or sensory impairments which are often invisible[63]. Its key employment initiative, the Disability Employment Package[64], covers all stages of recruitment and employment and includes measures to tackle unemployment, combat stereotypes, secure health and safety at work, promote reasonable accommodation and develop tailor-made employment pathways for people with disabilities. It also includes the publication of toolkits and guidelines to promote employment opportunities for people with disabilities. An example is the Guide on Reasonable accommodation at work published in 2024[65].
In European legislation, the main pillar of anti-discrimination in employment is the Employment Equality Directive 2000/78/EC[66]. Based on the principles of the Universal Declaration of Human Rights, this Directive ensures equal access to employment and protection against discrimination on the grounds of disability, covering areas such as recruitment, training, pay and working conditions. It requires employers to make reasonable adjustments, such as adapting premises, equipment, working hours, tasks and training, to facilitate the integration and advancement of people with disabilities in the workplace.
In addition, occupational safety and health (OSH) legislation aims to protect the health and safety of workers. The OSH Framework Directive 89/391/EEC[67] states that "particularly sensitive risk groups must be protected from the risks which specifically affect them". Under this legislation, employers must carry out risk assessments, eliminate risks and adapt work and workplaces to meet the needs of all workers, including those with disabilities.
Workplace strategies for creating an inclusive work environment
Creating a supportive and inclusive work environment where neurodivergent workers thrive, and diverse teams are engaged requires a comprehensive approach. This includes implementing policies, conducting inclusive risk assessments, providing training, and tailoring work to meet the needs of individual workers.
In inclusive workplace environments, workers are accepted and treated as equal members of the team, valued for their diversity, given access to information and resources, engaged in both formal and informal processes, and involved in decision-making. Additionally, inclusion ensures that workers feel a strong sense of belonging to their organisation, and that their uniqueness is highly valued[6] [60]. An inclusive climate is broader in scope than a diversity climate. While diversity aims to create a heterogeneous workplace, inclusion focuses on eliminating barriers and providing an environment that fosters full participation and contributions from all workers[6] [60]. An inclusive organisation depends on leadership commitment and a system of policies and practices that help harness neurodiversity while dealing with challenges.
Creating a neuro-inclusive work environment requires:
- a formal inclusion policy
- an inclusive workplace risk assessment
- workplace accommodations to support neurodivergent workers
- training and awareness programmes
Inclusion policy
A workplace neurodiversity policy is a formal written document that clearly states the organisation's commitment to promoting neurodiversity and makes staff feel safe and empowered to disclose their neurodivergence. It includes a set of policies and practices designed to recognise, accommodate and support neurodivergent individuals within an organisation and addresses the protection of neurodivergent workers against discrimination and harassment. Such a policy is essential as it sets out what the organisation wants to achieve in attracting, encouraging and supporting neurodivergent workers and how this will be put into practice. However, surveys[32] and case studies[18] show that while many organisations have equality, diversity and inclusion policies, they often do not address neurodiversity. The inclusion of a section on neurodiversity in a company's diversity and inclusion policy is essential for the promotion of neurodiversity. Additionally, it is important to review all other policies, from recruitment to health and safety, to ensure they are consistent with the company's intended approach and refer to the neurodiversity policy where appropriate[68]. This review should always involve neurodivergent workers to ensure their perspectives are taken into account[46].
Inclusive workplace risk assessment
The OSH Framework Directive (89/391/EEC) emphasises the need to adapt work to the individual, the employer's obligation to carry out a risk assessment, including for groups of workers exposed to particular risks, and the need to protect vulnerable groups from the hazards which specifically affect them[69]. Inclusive risk assessment considers the needs of workers who may be at increased risk when performing a task due to factors such as gender, age, or neurodivergent condition, even if such individuals are not currently performing that task[70]. In terms of neurodiversity, this involves ensuring that there are no additional risks for neurodivergent individuals, such as taking into account their increased sensitivities to loud noises, difficulties with understanding instructions, or motor coordination challenges (see above Challenges from an OSH perspective). Implementing inclusive risk assessment helps introduce control measures that benefit everyone, including neurodivergent individuals and the entire team[70].
Research has shown that certain groups, including neurodivergent individuals, are at increased risk of specific workplace hazards. However, it is crucial not to stereotype or make assumptions about the risks a worker faces based on their neurotype. Inclusive risk assessment should use a participatory approach that involves the workers concerned and is based on an evaluation of the actual work situation[69]. In this respect, it's important to look at the work systems, processes, environment and equipment through the lens of both the neurotypical and neurodivergent worker. The systems, processes, environment and equipment that may not be a hazard for a neurotypical worker may be a significant risk factor for the neurodivergent worker because of their unique characteristics [71].
Other key issues for inclusive risk assessment are[69]:
- taking diversity issues seriously and having a positive commitment
- avoiding making prior assumptions about what the hazards are and who is at risk
- valuing the diverse workforce as an asset (and not as a problem)
- adapting the work to the individual
- considering the needs of the neurodiverse workforce at the design and planning stage
- providing training to line managers on neurodiversity and how to assess the risks.
Workplace accommodations to support neurodivergent workers
The aim of implementing workplace adjustments or accommodations is to harness the strengths of neurodivergent workers, ensure the safety and health of both neurodivergent workers and their colleagues and foster overall wellbeing in the workplace. Providing reasonable accommodations is also a legal requirement based on the Employment Equality Directive 2000/78/EC[66] (see also above).
Key issues for implementing adjustments include:
- Encouraging workers to ‘disclose’ their impairment so that they can be offered appropriate support.
Disclosure in this context refers only to providing relevant information about work-related effects and accommodation, rather than the name or type of condition. - Addressing the specific challenges and needs of neurodivergent people.
A one-size-fits-all approach does not work because each worker is unique and has different needs[2]. Accommodation must always be based on a thorough assessment of the needs of the individual, the job and the work organisation. Such assessments should be carried out in a participatory way - Ensuring that individual accommodations and measures are embedded in the inclusion policy and cover a comprehensive range of measures, including adapting the physical environment, addressing psychosocial factors, and having appropriate workplace and human resources policies in place[2]
- Choosing appropriate accommodations aimed at improving performance and work participation and also support well-being and mental health[46].
- Raising awareness and informing all workers to mitigate negative perceptions of preferential treatment regarding accommodations provided to neurodivergent staff[60].
In this regard, it is important to show that some changes can also benefit all workers such as communicating in a concise, clear and direct language, clear job and task descriptions, regular feedback[56] - Evaluating on a regular basis whether the adjustments are still appropriate and meet the needs of both the worker and the whole team.
Several non-profit organisations provide guidance for employers on workplace adjustments, often focused on a specific neurodivergent condition. Some of these organisations are listed in the further reading section. Table 3 provides examples of adjustments, highlighting a variety of measures that can be taken to accommodate neurodivergent workers. As mentioned above, adjustments should be tailored to the individual needs of the worker and the specific work situation, through worker consultation to ensure the most appropriate solution. It is also important to note that many of these adjustments can benefit not only neurodivergent workers but also enhance the overall well-being of the entire workforce.
Table 3 Examples of adjustments to accommodate neurodivergent workers
| Adjustment type | Examples |
|---|
Work environment adjustments Work environment design Workstation adjustments
| - avoiding open-plan office
- reducing ambient noise
- acoustic isolation and sound proofing
- minimising clutter
- ‘calm’ and consistent design, e.g. avoiding busy patterns on walls, choosing the same flooring for walkways throughout the premises
- clear, consistent signage
- adjusting lighting, choosing lighting systems that allow for adjustments to the brightness; allowing ability to control the light
- providing dual screens to improve concentration
- providing standing desks with balance boards to improve access to movement through the day. |
| Assistive technology and tools | - noise-cancelling headphones
- speech-to-text, text-to-speech software to reduce demands on literacy and handwriting skills as well as to improve concentration
- mind mapping software to support the shift from overview to detailed thinking
- specialist spell checkers designed for dyslexia
- planning and memory software
- dictaphones and secretarial support
- project management software and time structuring tools, calendars, task lists, reminders, or alerts |
| Flexible work and task arrangements | - access to quiet breakout rooms
- telework
- breaking down a job into smaller sequences
- clear and measurable tasks, expectations and deadlines, clear job descriptions
- limit large group settings and large group meetings or exempt people from being present at these |
| Coaching | - additional feedback time with supervisor
- regular and clear feedback
- workplace coaching on areas such as planning, prioritisation, organisational skills |
| Co-worker support | - work in a team and/or with a mentor
- assign a work buddy who makes an effort to understand the neurodivergent person and assists him/her |
| Work procedures and instructions | - clear, concise, direct and precise language
- offering verbally/written/visually instructions (depending on the neurotype), pre-recorded instructions
- visual task lists
- incorporating extra checks before starting certain (high-risk) tasks
- colour coding equipment for easy identification |
| Training | - adjustments to training provisions including sending materials in advance or providing additional induction training
- appropriate training methods, e.g. using virtual reality for learning, incorporating practical examples and hands-on activities
- training materials in different formats such as written, visual, auditory, or hands-on
- adapting training pace
- regular refresher courses |
| Individual Assistance | - on-the-job counselling and access to external counselling services |
Source: compiled by the author based on [21] [2] [46] [56] [72] [73] [74]
Training and awareness programmes
Neurodiversity awareness training throughout the organisation can promote understanding and empathy, prevent stigma and discrimination, and create a neuro-inclusive and supportive working environment. This training helps teams work better together, appreciate each other’s strengths, and improve mental wellbeing.
Short, simple training sessions enable workers to understand what it means to be neurodivergent, how neurodivergent colleagues can be supported, and why adjustments may be needed. Appropriate training ensures workers feel comfortable discussing neurodiversity and prepares them to respond effectively when a colleague discloses their neurodivergent status. It also teaches them how to conduct group projects in a way that considers neurodivergent team members, optimising productivity.
Managers should receive more extensive training to support neurodivergent workers effectively. This training helps managers recognise and manage unconscious biases and assumptions about individual abilities or behaviour. It provides managers with a basic understanding of neurodiversity, strategies for responding to disclosures, giving clear instructions, addressing potential challenges, and introducing changes sensitively [75] [1] [43] [68] [8].
Conclusions
Estimates show that 1 in 5 people are neurodivergent, so in practice, most workplaces are already neurodiverse. Therefore, integrating neurodiversity into OSH management is essential to take into account the unique needs and strengths of neurodivergent individuals. Implementing a comprehensive neurodiversity policy, providing targeted training for all workers, providing appropriate accommodations for neurodivergent workers and ensuring that risk assessments are inclusive and participatory are crucial elements of this approach. These measures not only help reduce workplace risks but also contribute to the well-being and productivity of all workers.
